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INDIAN SCHOOLS 



AN EXPOSURE 




Address Before the Ladies Missionary So- 
cieties of the Calvary M. E. Church, 
Washington, D. C, April 6 



By R. H. PRATT, Brig. Gen. U. S. A. 



,6 



Transferred from 
Librarian s Office, 



Our Indian Schools and The System. 

I am asked to talk to you for thirty minutes 
about Indian Schools. 

I speak from wide, long, and varied experience 
with the Indians. Forty-eight years ago as an 
Army officer, I began to handle Indians on the 
frontier. First I commanded Indian Scouts, then 
assisted in negotiations with Indians, then had 
charge of tribes, then through two winter cam- 
paigns against them commanded Indians as scouts 
and guides, and during this time as the result of 
one campaign had charge of hundreds of Indians 
held as prisoners at the Post of Fort Sill, Indian 
Territory. I then took seventy-four selected bad 
leaders of these in chains to Florida. I soon re- 
moved their chains and there gave them such 
education and industrial training as I could under 
their prison life. Most of them acquired the English 
language, and quite a goodly number became 
able to write it. After three years they were 
released, and I arranged and took a part of the 
younger men to- Hampton Institute, Va., and soon 
after, with Mrs. Pratt's help, brought forty-seven 
more, both boys and girls, from the Dakota 
tribes, and remained in charge of all these for 
more than a year. I then suggested an Indian 
Industrial School at Carlisle, Pa., inaugurated it 
by bringing 147 Indian boys and girls from Dako- 
ta and the Indian Territory, and conducted it for 
twenty-five years, during which time it grew to 
an annual attendance of above a thousand, com- 
ing from more than eighty different tribes. Hav- 



i 



ing been retired from Army service I was relieved, 
ten years ago, but nave since kept up a wide cor- 
respondence with the graduates and returned 
pupils of this school. 

During the Carlisle experience I visited most of 
our Indian reservations and became well acquaint- 
ed with alf sorts of Indian management and mis- 
sion work, and was constantly called to Wash- 
ington with reference to my Indian duties. 

Speaking to you from this experience,. I say 
that under the same environment and using the 
same facilities, it is quite easy to educate Indians 
in the English language and to train them to full 
usefulness in civilized industries, and that with 
best chances for their acquirement, high educa- 
tion and skillful ability in industries, business and 
professional life are all easy certainties for In- 
dian youth. When properly prepared, Indian 
youth are welcome in all our schools and industries. 

About three hundred thousand of our population 
are classed as Indians. A very considerable propor- 
tion of these have white blood. There are men 
and women on the rolls of the Indian system who 
have as much as sixty-three parts of white blood 
and only one of Indian. Almost all mixed bloods 
are the products of white fathers and Indian 
mothers. Many men among these mixed bloods, 
through fatherly ambition and right chances, 
haye developed large ability and gained high place 
in the Nation. Just now two of our National 
Senators and two Members of the House of Rep- 
resentatives have Indian blood. 

But there have been also great men of pure In- 
dian blood. Uneducated and untrained, they have 
shown remarkable state-craft and generalship. 



5 



Among these, Red Jacket, Tecumseh, Chief 
Joseph and scores of others, both in the earlier 
history of the country and in these later days, 
many of whom became my personal friends. . If 
these had been given education and the chance, 
they would have written their names high on the 
scroll of America's wonderful progress. 

At no time in the history of the country has it 
been impossible for young Indians to move out 
from their tribes and to receive a welcome in our 
civilized life and to gain as high an education 
and as great skill as was possible for them to 
absorb, and to remain in our civilization and go 
on to still greater perfection. They only needed 
encouragement and the proper help. The over- 
powering barrier has been the tribal segregating 
system enforced by our government. 

The negroes were forced to come to America, 
and were forcibly distributed among our people, 
and by the very necessities of the case compelled 
to learn the language and acquire the industries 
their enslaved condition made necessary. They 
have become ten millions of useful citizens. None 
of them can speak their old languages, or have 
habits of the old aboriginal life of their tribes-. 
On the contrary, since slavery was abolished, they 
have made remarkable progress in acquiring in- 
telligence and varied industrial usefulness, and 
have entered the higher walks of business and the 
profession, and have accumulated vast aggregate 
wealth. 

Contact with the white race was the negroes 
salvation. 

At vast expense we segregated and imprison- 
ed the Indians apart from all right contact with 



0 



our life on reservations by tribes, and made them 
prisoners, and by the most ingenious devices and 
the most relentless and heartless systems of con- 
trol compelled them to continue in their old life. 
One-fourth of the money we spent in enforcing 
Indians to continue their tribal life, if wisely 
spent in merging them into our life and industries, 
as Washington, Jefferson and other fathers of the 
Republic urged, would have incorporated them as 
useful, self-supporting citizens long ago. 

Our school histories and daily published ac- 
counts of the Indians and almost all of our writings 
have presented false views of their qualities and 
character. 

The Indian is as much entitled to be judged by 
comparison as any man. Judged by this, he is 
not as brutal as the boasted race which has en- 
compassed and oppressed him. He is kindly and 
responsive and even more charitable than the 
educated and trained people of the master race. 

The influences which have controlled the Indian 
from the beginning have all persuaded, hired or 
compelled him to segregated tribalism. The in- 
fluences that bear upon him to-day are increasingly 
strong and insidious in this purpose. There has 
never been an honest, continuous and strong pur- 
pose in the system to recognize the man as being 
capable of the qualities and to give him a proper 
chance to acquire the ability of American citizen- 
ship. If, perchance, in limited numbers he has 
been permitted to go beyond the reservation 
among our citizens for some education, training 
and experience towards this ability, it has almost 
universally been his lot to be hired, persuaded or 
compelled to return to his people and become one 
of the mass. 



7 



The reservation has always been a prison, 
and the army was used to establish and en- 
force this prison life. The Indian was hired 
to continue tribal by rations, and persuaded by 
the feeble systems of tribal schools, and ineffi- 
cient farm training, and allured by issues of cattle 
and other stock, and enticed by lands in severalty 
which riveted him to tribalism; and in these later 
days is enticed by the loan of government money 
to help develop, tribally, his surroundings which 
keeps him in tribal duress. This will teach him 
one more sad lesson that "He that goes a-borrow- 
ing goes a-sorrowing," but it thrives the system. 
The system asked Congress and was given about 
a million dollars for this new tribal riveting 
scheme. 

The Government always was and is now the 
only employer on the reservations. There was no 
diversity of industries allowed, no material em- 
ployment outside of agriculture, and the very 
system of agricultural training invited failure 
everywhere because of its weak and incompetent 
quality and remoteness from market. One farmer 
has been held sufficient to instruct hundreds of 
families of Indians ignorant of farming and scat- 
tered over wide areas. Thus any sort of right 
and speedy accomplishment was impossible. I 
might go into details and show how this whole sys- 
tem of industrial instruction and management has 
always been calculated to breed just the failure 
which has resulted, but you only asked me to talk 
of schools. 

An unpleasant duty requires me to speak with 
great positiveness about the qualities and false 
reputations of the various kinds of schools, and 



s 



I desire to expose the reasons for the large failure 
which has followed the use of the widest systems 
adopted. 

The Indian system has not always been in the 
hands of capable, humane and wise management, 
intent on elevating the Indians into real manhood 
and citizenship. More than thirty-six years ago 
it was suggested, and in part accepted, that one 
good way to educate and train the Indians into the 
capacity and merge them into our citizenship, was 
through the use of industrial schools established in 
the surroundings of our best American civilization, 
and from these schools push them individually out 
into the general school system of the country and 
into its avenues of industry. This became the only 
scheme ever adopted by the Government intended 
to merge the Indians into becoming co-equal Amer- 
icans. Why it has in part been unsuccessful is one 
object of this paper. 

There had been day schools among the Indians 
for more than two hundred years. I know a 
tribe which has had day schools for longer than 
that, and they are still but a compact tribe of In- 
dians under the care of the system. For a hun- 
dred years we have had day schools among the five 
thousand Indians on their reservations in the State 
of New York, but such schools have not lifted them 
out from the babyhood of dependent tribal life into 
the manhood of American citizenship, but have 
rather indurated their tribalism. The Society of 
Friends has maintained a tribal school in one of 
these tribes for one hundred and twelve years, 
without making a single convert and with the same 
meager result as the day schools among those In- 
dians. 



9 



Scarcely an Indian of the several tribes in New 
York so educated has left his tribe and gone out 
into American life. A contrasting proof of the 
efficiency of another system, and its results is the 
fact that over three hundred of the youth of these 
tribes were permitted to attend the new system of 
non-reservation schools during the last twenty-five 
years, and near half of them have abandoned 
tribal life, moved out into our communities and be- 
come independent, useful citizens, successfully en- 
gaged in the varied pursuits of the many American 
communities in which they live. 

It can therefore be easily seen that educated 
among our people, Indians aspire to our life, but 
weakly educated at home in day schools, they ad- 
here more tenaciously to tribal life. The courage 
and ability of our American citizenship is as easily 
and quickly gained by Indians as by the people of 
the many other races we have incorporated, but it 
must be through the same contact with our citi- 
zens which we accord to them. Swimming is only 
learned bygoing into the water. 

I intend to use this address widely, and there- 
fore wish to expose here one of the most baneful 
influences that has ever controlled and perverted 
the Indian school system and discredited and hin- 
dered its highest educational purpose. More than 
twenty years ago. while at Carlisle, there Avas a 
newspaper correspondent in this city of Washing- 
ton, engaged in writing about public matters 
through the columns of an eminent Xew York 
newspaper. He persistently attacked the non- 
reservation system of educating Indians. He be- 
came the tool of the Indian system, and now and 
then was sent out by that system to make some 



10 



investigations on Indian reservations. He in- 
creased his income by becoming the Washington 
representative of the Indian Rights Association in 
addition to his newpaper work. In these double 
capacities, he engaged in wide criticism and wrote 
himself into notoriety by assuming to praise and 
blame right and left. 

He was then appointed a member of the Board 
of Indian Commissioners, which is a body of "ten 
men eminent for intelligence and philanthropy" 
created by law at President Grant's request for 
the special purpose of careful investigation into 
Indian matters everywhere, with a view to help- 
ing the administration to overcome the then ram- 
pant maladministration and defects of manage- 
ment. 

This man assumed dictatorial utterance and 
misrepresentation in regard to my work at Car- 
lisle, which he never visited. I always met 
► these assults. After about two years as a mem- 
ber of the Board of Commissioners, he wrote 
two letters containing false statements. I sent 
copies of these letters to a United States Senator, 
specially interested in my work, and called his at- 
tention to their quality, asserting that a necessary 
part of right, "intelligence" was truthfulness, and 
inviting attention to the fact that nothing that the 
man did indicated that he was "philanthropic;" 
that all his acts were calculated to tear down 
and not to build up. The Senator went to the 
Secretary of the Interior with my letter and the 
two newspaper letters. On reading these, the 
Secretary wrote a personal note to this newspaper 
correspondent, Washington Agent of the Indian 
Rights Association and a member of the Board of 



11 



Indian Commissioners, demanding his resignation 
from the Board, whereupon he went off that 
Board, and also soon after out of his position as 
Washington Secretary of the Indian Rights As- 
sociation. 

During a Presidential campaign, he wrote a 
laudatory book for campaign purposes, covering 
his view of the career of one of the candidates. 
That candidate was elected and rewarded him 
for his laudation by making him Commissioner of 
Indian Affairs and placing him in charge of the 
vast estate of the Indians and their development. 
The position of Commissioner of Indian Affairs 
has long been a plum for political service, which 
inevitably influences perpetual change in the 
personnel throughout that department. 

While in office this Commissioner began the 
destruction of the non-reservation schools. He 
wrote a letter to the Speaker of the House of 
Representatives recommending that seven dif- 
ferent non-reservation Indian schools be aban- 
doned. He then insidiously labored to have such 
schools turned over for use as eleemosynary in- 
stitutions to the States in which they were located. 
This was offering a direct bribe to support his 
purposes to each of the Congressional delegations 
from the States in which these schools were 
located. Three of these schools were by special 
laws so given to States. These schools were the 
property of the people of the United States at 
large, and if abandonment was needed, could 
have been sold for large sums of money and the 
proceeds put back into the Treasury, where they 
belonged; for in every case they had cost hun- 
dreds of thousands of dollars. 



12 



During this period there were fifteen or more 
infamous stories widely circulated through the 
newspapers about alleged Carlisle graduates. They 
were ingeniously worded and in every case de- 
clared crimes and misconduct. Every case al- 
leged, save two, was absolutely and unqualifiedly 
false, both as to name and events, no such In- 
dians having been at the Carlisle school and no 
such events as alleged having occurred. In one 
case the name of an ex-student of Carlisle was 
used. The charges were atrocious, but without 
the shadow of foundation in fact, and the Indian 
himself was most worthy. In the other case it 
was alleged that the outlaw "Apache Kid was a 
graduate of the Carlisle Indian University," and 
there had acquired great literary and other com- 
petence, and had returned home to become the 
terror of the Territory of Arizona. The descrip- 
tion was lurid and the article was published wide- 
ly, especially in the Sunday papers. It so hap- 
pened that there was an "Apache Kid" who was 
terrorizing the Territory of Arizona, which was 
the only truth in the story. Kid was never a 
pupil of any Indian school and was an outlaw be- 
fore Carlisle School was established and before 
the Government began to educate the Apaches, 
and remained an outlaw to the end. The at- 
tention of many of the papers publishing this 
article was called to the facts in the case, but 
none of them published such facts, which indi- 
cated they were under perverting espionage. 

These fake stories, accompanied by other like 
misrepresentation from such noted source, have 
filled the country with unwarranted doubt about 
the results of Indian education, and is my war- 
rant for making this exposure. ' 



13 



Soon after becoming Commissioner, in addi- 
tion to his activities before Congress, he began 
increasing day schools and oppressing non-reser- 
vation schools and did all that he could to destroy 
the latter through false representations in maga- 
zine and newspaper articles and by placing limita- 
tions upon the securing of pupils for said schools, 
and by dismissing and transferring their employes. 
In a magazine article, he falsely declared that "85 
per cent of the Indians from non-reservation In- 
dian schools, such as Carlisle and others, sooner 
or later revert to the blanket." He asserted that 
the Indian day school was the only school to do 
the work. 

His immediate predecessor twice during his 
term of office had instituted thorough inquiries 
throughout all the reservations covering the prod- 
ucts of the non-reservation schools, and publish- 
ed in two different annual reports, first, that "3 
per cent of such products were excellent, 73 per 
cent good and 24 per cent poor and bad." Two years 
later a like investigation was made and "10 per 
cent" of such products were reported as "excellent, 
76 per cent compare favorably with white boys and 
girls under similar circumstances, and 13 per 
cent, while having raised themselves somewhat 
above the level of the Indians in the same en- 
vironment, the result of their education cannot 
be said to be good," and only "one per cent prove 
by their lives and actions that they have not 
been benefited." This new Commissioner was 
called upon to furnish the data covering his con- 
trary allegations, but he failed to respond. 

At the very same time he was publishing these 
outrageous misstatements this Commissioner was 
paying many hundreds of Indians educated and 



14 



qualified therefor in the non-reservation schools, 
for their useful services in important positions 
throughout the Indian School and other service as 
school superintendents, teachers, disciplinarians, 
clerks, matrons, etc. No day school products 
reach such usefulness. 

While in office as Commissioner he secured the 
passage of a law by Congress prohibiting Indian 
youth from going away from the reservation for 
education until they had attained the age of fif- 
teen years. 

Before his term of office as Commissioner ex- 
pired he was found so devious in furnishing in- 
formation to one of the Indian Committees of 
Congress having in charge the compiling of the 
Indian Appropriation Bill, that the Committee 
notified the Secretary of the^ Interior that they 
would not permit him to appear before the Com- 
mittee any more in reference to Indian matters; 
that the Secretary would have to send someone 
else or come himself. 

Though out of office for quite a number of years, 
but still newspaper correspondent, magazine and 
book writer, this ex-Commissioner continues to 
assert in favor of day schools among Indians and 
against non-reservation schools. In his recent 
book, "In Red Man's Land," he plausibly says: 

"I have always believed that the key to the 
problem of Indian education lies not in establishing 
more of the big institutions, but in the multi- 
plication of the little day schools to which the 
children can come every morning and from which 
they can go home every night. In the family 
circle the children describe the day's happenings 
at school, and the parents absorb unconsciously 
some of the message the teacher is bringing 



15 



from the outside world. The teacher, in turn, 
catches some of the atmosphere of the home 
from the children, and is able to do better work 
with them in consequence. Through the mutual 
understanding thus developed an opening is made 
for the missionary; and when you have a whole 
camp or village subject to the leaven, it seems to 
me you are contributing to a scheme of race 
elevation on pretty broad lines." 

Against this view, I place this extract from a 
recent letter from a day school teacher among 
the Indians in Arizona: 

"Any one seeing these children at the open- 
ing of school would not think of such a sug- 
gestion. Their condition is beyond description 
though I shall endeavor to give you some idea. 
Their feet, hands, and neck are encrusted like 
an alligator, with great cracks and sores on them. 
Their bodies covered with seres and their faces, 
in some cases, one solid scab. Their heads one 
solid mass of sores, caused by vermin. It takes 
several weeks to get them in shape, as their 
heads have to be hand-picked for a while, for 
no comb can be used 'till the sores are cured 
up. I tried an experiment for two weeks, let 
them go without cleaning their heads of vermin, - 
then cleaned them up and kept count of the ver- 
min. One head produced a crop of seven dozen 
and the average was about five dozen. There 
were but two girls free or clean of vermin. I 
am going thus into detail so that you may know 
the conditions to be met and overcome. 

We kept all clothing here to keep it free of 
body vermin and from being infected with germs. 

One might ask, why should they have their 
heads cleaned of vermin so frequently. Well, 



16 



their small sisters and brothers are so infected 
that they get a new supply every night. They 
sleep on filthy sheepskins, alive with vermin, 
in many cases." 

The facts are that, because of the lack of 
facilities and the inevitable circumstances sur- 
rounding Indian day schools, they do not free 
Indian youth from the vermin so universal 
throughout t-heir camps. Neither is any material 
or quick progress in intelligence or ability gained. 
The assumption that day schools greatly help 
the family is proven by the results to be largely 
imaginary. 

In this same book the ex-Commissioner gives 
his oft-repeated and misleading statements 
against the quality, character and results of the 
non-reservation schools, which are flatly 'con- 
tradicted by what I have already presented. His 
statements are not even plausible. 

As a contrast to the sad experiences of the day 
school teacher I have quoted, I have seen forty 
Indian boys and girls arrive at one time at a 
non-reservation school, many of them from tribal 
schools. These boys and girls were not assigned 
rooms or permitted to go about the quarters un- 
til they were thoroughly policed; the boys un- 
der the direction of the disciplinarian had their 
hair cut by their fellow tribesmen already 
students at the school, who then used fine-tooth 
combs, and relieved their heads and bodies of 
all vermin. The girls under the direction of the 
matron, were also thoroughly combed. All were 
then put through the bath and clad in entire new 
clothing and made fit to occupy rooms with their 
predecessors. Their clothes brought from camp 
were put through the laundry and were found 



IT 



to be infected with thousands of body lice, so 
that thorough steaming and cooking was the 
only cure. In this non-reservation school every 
boy and girl had a fine-tooth comb, and was re- 
quired to daily keep their heads and bodies 
clean. Periodically, under the direction of the 
Disciplinarian and the Matron, the boys and girls 
had their heads combed by other boys and girls 
and the results reported until absolute cleanli- 
ness resulted. By this means the school was 
made and kept free from vermin. 

I make this statement in closing: I have 
known ex-Commissioner Francis E. Leupp for 
more than twenty years. I doubt if there is one 
Indian in the United States who will say that 
Mr. Leupp ever took him by the hand and en- 
couraged and materially aided him to enter the 
avenues of higher education and usefulness look- 
ing to citizenship. I have never found one such. 

Mr. Leupp's general quality of queering himself 
in writing about Indians is well illustrated in his 
book, "The Indian and His Problem." 

On page 162, he says, "Many Indians are fine 
blacksmiths, and one of the best of these is stone 
blind." 

That any "stone blind" mechanic can possibly 
rank among the "best" of his craft is prepos- 
terous and that a "stone blind" person, dependent 
on the sense of touch to replace eyesight should 
rank among "the best" as a "blacksmith" is 
ridiculous. . Think of a "stone blind" man mak- 
ing a shoe out of red hot iron, fitting it to a 
vicious mule and then nailing it on the animal. 

His recent and latest book, "In Red Man's 
Land," by cute management, has been placed 
in the Sunday Schools of our churches as a text- 



IS 



book to be studied according to a formula special- 
ly arranged. It is totally unfit for such uses. 

The book contains nine pictures. The first pic- 
ture in the book is a fabricated mendacity: it 
is a picture of two Indians wearing feathered 
war bonnets and in their native dress. Under- 
neath, it says "Present Day Warriors. " The 
facts are that there are now no such Indian 
"warriors," nor have there been any of that sort 
for a good many years. The Indian warriors of 
to-day are regularly enlisted in the United States 
army or navy, serving just as all other army and 
navy men serve. The government has had an 
army of Indian police to maintain order on the 
various reservations, but they wear only civilized 
uniforms. 

This "Present Day Warriors" picture belongs to 
the Wild West Show business, which was es- 
pecially nursed by this Commissioner while in 
office. I was living in Denver, Colorado, at the 
time, and five or six times during his term of 
office he loaned to the various great conventions 
assembling in that city, parties of Indians from 
the nearby reservations, who instructed thereto 
would come painted and feathered to ride in the 
parades and amuse the crowds. Having the offi- 
cial sanction of the Government through this 
Commissioner, they gladly took the holiday out- 
side their prison reservations at somebody else's 
expense and paraded themselves as desired, and 
thus led our people to conclude the Indians are 
incurably aboriginal. 

I saw young men and young women that had 
been educated in Indian schools riding in these 
parades, thus misrepresenting themselves and 



19 



their people, encouraged to do this by those in 
authority over them. 

All of the other pictures in this book save one 
are pictures of the poverty of low Indian life, 
and therefore give a hopeless view. The one ex- 
ception is a little frame-house and a barn, styled 
"Indian Homes, the Best of the New Type." The 
chances are that it is a picture of the home of an 
Indian graduate of a non-reservation school and 
may have been constructed by himself through 
having learned the"* trade of carpenter, which all 
these, schools teach. These graduates have long 
been and are leaders of their people towards 
civilized living. 

Perpetual tribalism and the consequent endless 
control by the Indian System has always been 
the limit of Mr. Leupp's vision for the Indians 
and the basis for his arguments. This suits the 
system and all that profit by it. Slave holding 
thrived on limiting intelligence and could see no 
virtue in individual freedom and citizen chances 
for the negro. Indian holding has the same in- 
firmity and therefore contends for the meager 
education and the continuance of the environ- 
ment which will not disturb the Indian System. 
The churches through their similar segregating 
systems of Indian missions, unconsciously work 
hand in glove with, and accentuate the System. 
Defamation and clamor against the higher edu- 
cated "returned student" is part of the campaign. 
It will not do to have Indians around who know 
better. 

It was a stroke of genius that succeeded in 
getting Mr. Leupp's book about Indians into the 
curriculum of the Sunday Schools, and of course 
enhances the sale of the book. But why should 



20 



any church, through its Sunday-schools, take 
up such a false text-hook to mfe-inform their 
students about real conditions among the In- 
dians? The Rev. Thomas C. Moffatt, who is in 
charge of all Indian Missionary work of the 
Presbyterian church, has written, "The Indian on 
a New Trail,'' which is a very widely informing 
book absout Indians and missions among them, 
far better adapted for church and Sunday School 
uses. It is filled with hope by statements of the 
progress the race has made, and contains pic- 
tures that well illustrate such progress. 

My plan has long been voiced in this — to 
civilize the Indiani, get him into civilization. 
Then keep him there and increase his usefulness. 
Having through bad treatment been made the 
most backward among our people, he needs and 
deserves the best chances in schools and in every 
other way in order to quickly reach his only place 
of safety, which is the ability to care for himself 
and his own property in competition with all 
other Americans, and free from all special sys- 
tem management. To get these qualities he 
must be environed by them, which is impossible 
in the tribe and reservation. To hold him to less 
than this only perpetuates the Indian System, 
and is both cruel and criminal. 



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